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Akbar Narum
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JME (Journal of Mathematics Education)
Published by Universitas Sembilanbelas November Kolaka
ISSN : 25282468     EISSN : 25282026     DOI : https://doi.org/10.31327/jomedu
Core Subject : Education,
Mathematics
The Journal of Mathematics Education (JME) aims to serve as a scientific platform for researchers, practitioners, and educators in the field of mathematics education to publish their original research. JME welcomes contributions that advance theory, practice, and policy in mathematics education across all educational levels. The scope of the journal includes, but is not limited to: Teaching and learning of mathematics Mathematics curriculum development Technology in mathematics education Mathematics teacher education Assessment and evaluation in mathematics education Systematic literature reviews Bibliometric analyses related to mathematics education The journal accepts quantitative, qualitative, and mixed-methods approaches relevant to these topics.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 4 No. 2 (2019): JME" : 6 Documents clear
DOES MATH-ANXIETY AFFECT SENIOR SCHOOL STUDENTS’ MATHEMATICS PERFORMANCE? EVIDENCE FROM EKITI STATE, NIGERIA Popoola Abiodun Agnes; Olaniyan Omoniyi Mathew
JME (Journal of Mathematics Education) Vol. 4 No. 2 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.895

Abstract

This study identified mathematics anxiety and its effects on students’in performance in Mathematics among Senior School Students in Ekiti State, Nigeria. The sample consisted of 238 SSSII students and 25 math-teachers that were randomly and purposively selected respectively. A questionnaire adapted from the Fennema-Sherman Mathematics Attitudes Scale (FSMAS) was used for the study. Descriptive statistics was used to answer the research questions while t-test was used to test the hypotheses. The study showed that mathematics anxiety exist among senior school students in the study area, which is characterized by feverish feelings in Mathematics class, difficulty in understanding math problem, failure to contribute in Mathematics class, truancy in Mathematics class among others. The study showed that there is a difference in the performance of Mathematics anxious and non-mathematics anxious students as revealed from the t-test. Also, the mean score of the math-anxious student and non math anxious students were found to be 31.84% and 61.31% respectively. It is concluded from the study that Mathematics anxiety affects students’ performance in Mathematics. Concerned stakeholder should implement policies at secondary school level to extend the time of Mathematics class on time table, provide conducive environment and engage innovative teaching methods for the teaching of Mathematics.
IMPROVING ACHIEVEMENT AND ATTITUDES TOWARDS MATHEMATICS USING PROBLEM-BASED LEARNING SETTING TEAM ACCELERATED INSTRUCTION Anggoro Eko Yuni Cahyono
JME (Journal of Mathematics Education) Vol. 4 No. 2 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1012

Abstract

Learning achievement and attitude towards mathematics are two of the indicators of student success in learning mathematics. Problems related to these two things that occur in classrooms where the author teaches encourage the author to make improvements in learning through a classroom action research to improve student achievement and attitudes toward mathematics. Classroom Action Research (CAR) is carried out by applying Problem-Based Learning (PBL) with Team Accelerated Instruction (TAI) arrangements. Data were collected using two types of instruments, namely mathematics achievement test, and students' attitude toward mathematics questionnaire. The results showed that the average attitude of students towards mathematics there were 81% of students had good attitude categories to the top (59% good categories and 22% of very good categories), student achievement as much as 87.50% had been completed with an average student completeness is 81.75 while the implementation of learning activitieshas exceeded the specified target that is equal to 92.11% has been implemented. It can be concluded that the application of the PBL setting TAI model has succeeded in improving student achievement and student attitudes towards mathematics.
DESCRIPTION OF BASIC KNOWLEDGE MATHEMATICS STUDENTS OF CLASS X HIGH SCHOOLS IN KONAWE DISTRICT Tina Suryawati; Nur Hasriani
JME (Journal of Mathematics Education) Vol. 4 No. 2 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1005

Abstract

This research is a type of exploratory research that aims to describe the Basic Mathematical Knowledge (PDM) of class X students of SMA Negeri in Konawe Regency. The population in this study were all grade X students of SMA Negeri in Konawe District, where the determination of the study sample was carried out by combining simple random sampling techniques (cluster random sampling) and proportion of strata (Proportional Stratified Random Sampling). The approach used is a quantitative approach, while the data analysis used is descriptive. Descriptive analysis is intended to describe the characteristics of research variables by using the highest score, lowest score, average, standard deviation, variance, and percentage of student achievement in each indicator. The average PDM test of students is still in the low category, with an average of 39.13. As many as 76.7% or 345 students from 450 samples scored below 50 with a standard deviation of 15.31. From 40 indicators of PDM questions tested, students were only able to answer four indicators well (presentation of correct answers above 70%).
COMPARISON OF THE EFFECTIVENESS OF SCIENTIFIC APPROACH AND PROBLEM-SOLVING APPROACH IN PROBLEM-BASED LEARNING IN CLASS IX OF SMP NEGERI 3 PANGSID Chairuddin Chairuddin; Farman Farman
JME (Journal of Mathematics Education) Vol. 4 No. 2 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1010

Abstract

The research used is a quasi-experimental study that aims to determine whether there are differences in the effectiveness of the scientific approach and the problem-solving approach in problem-based learning in class IX students of SMP Negeri 3 Pangsid. The population in this study were all grade IX students of SMP Negeri 3 Pangsid, and the sample consisted of two classes, namely class IX.1 and class IX.2, as an experimental class. Based on data collection from learning outcomes, activities and responses of students show that the mathematics learning outcomes of students in the experimental class 1 are in the high category with a mean of 84.38, student activities in learning can be categorized well, while student responses tend to be positive towards this learning. So, it can be concluded that problem-based learning with the scientific approach is quite active. Student mathematics learning outcomes in experimental class 2 are in the high category with a mean of 79.58, student activity in learning is in right criteria, and tudent responses to this learning are positive. This shows that problem-based learning with a problem-solving approach is quite effective. Hypothesis testing at a significant level ? = 0.05 with the t-test showed a signi ficant difference in effectiveness, in terms oflearning outcomes between students who applied problem-based learning with a scientific approach and students who applied problem-based learning with problem solving approaches.
Statistical Analysis of Factors Affecting Grade Point Average of Level 100 Students: A Case Study of University of Ghana Legon Campus Anani Lotsi
JME (Journal of Mathematics Education) Vol. 4 No. 2 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1013

Abstract

Grade Point Averages (GPA) are known to give fair assessment of students performance in an academic degree programme, and students ability to successfully complete a degree programme is also known to depend on their level 100 GPA. In this paper we sought to determine factors that significantly affect academic performance of Level 100 students of the University of Ghana. Questionnaires method was used to collect the data for analysis, and regression analysis was carried out on the data to determine the effect of gender, residential status, and previous high school on Grade GPA of level 100 students. At the end of the analysis it was found that the above mentioned factors do not significantly affect GPA. However, we found that the programme a level 100 student offers, significantly affects the student’s GPA.
MATHEMATICS TEACHERS ASSESS INSTRUCTIONAL METHODS SUPPORTING KNOWLEDGE PROCESSES Andreas M. Zendler; Cornelia Seitz; Dieter Klaudt
JME (Journal of Mathematics Education) Vol. 4 No. 2 (2019): JME
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v4i2.1096

Abstract

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on the empirical examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which mathematics teachers evaluated 20 instructional methods in regard to the following knowledge processes: build, process, apply, transfer, assess and integrate. The results of the study demonstrate that certain instructional methods are especially predestined for mathematics education: problem based learning, direct instruction, learning at stations, learning tasks, project work and discovery learning

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